The following are examples of different tables used for various tests. Each table may be
formatted slightly differently (e.g., spacing, highlighting, underlining, bolding, etc.). If you
use these tables, it is IMPORTANT that you make all of your tables look the same in
formatting for each report. Therefore, you cannot just depend on these tables as they
stand for a comprehensive look. Some changes will most likely have to be made to make
them fit in.
PSYCHOMETRIC SUMMARY
WECHSLER ADULT INTELLIGENCE SCALE – THIRD EDITION (WAIS-III)
Administered on:
Administered by:
The WAIS-III is an individually administered, clinical instrument for assessing the intellectual
ability of adults aged 16 years, 0 months to 74 years, 11 months.
The following subtest scores have a mean score of 10 with a standard deviation of 3. Scores
between 7 and 13 are considered average.
Verbal
SS Performance
SS
Vocabulary
Picture Completion
Similarities
Digit Symbol- Coding
Arithmetic
Block Design
Digit Span
Matrix Reasoning
Information
Picture Arrangement
Comprehension
Symbol Search
Letter-Number Sequencing
Object Assembly
The following composite scores have a mean score of 100 and a standard deviation of 15. Scores
between 85 and 115 are considered average.
Standard
Percentile
Confidence
Score
Rank
Interval
Verbal Intelligence Quotient
Performance Intelligence Quotient
Verbal Comprehension
Perceptual Organization
Working Memory
Processing Speed
Full Scale Intelligence Quotient
WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY, THIRD EDITION
(WJ-III:COG)
Date administered:
Administered by:
The WJ-III:COG is a wide-range comprehensive set of individually administered tests measuring
cognitive abilities. This test can derive scores that examine verbal and thinking ability as well as
cognitive efficiency.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 90 and 110 are considered average.
Grade
Percentile
Standard
Confidence
Clusters
Equivalent
Rank
Score
Bands
Verbal Ability
Thinking Ability
Cognitive Efficiency
Subtests
Verbal Comprehension
Visual-Auditory Learning
Spatial Relations
Sound Blending
Concept Formation
Visual Matching
Numbers Reversed
General Intellectual Ability
DIFFERENTIAL ABILITY SCALES (DAS)
Date administered:
Administered by:
The DAS is an individually administered intelligence test consisting of 5 "core subtests" and
several diagnostic subtests. Only the core subtests are used in the calculation of the General
Cognitive Ability (GCA) score, an estimate of overall intelligence. The DAS core subtests are
also used to calculate composite scores for verbal abilities, nonverbal reasoning, and spatial
abilities.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 90 and 110 are considered average.
Standard
90% Confidence
Domains
Score
Bands
GCA
Verbal
Nonverbal
Spatial
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
T-Scores
Domains
Word Definitions:
Verbal:
Similarities:
Matrices:
Nonverbal:
Spatial:
Sequential & Quantitative Reasoning:
Recall of Designs:
Pattern Construction:
DIFFERENTIAL ABILITY SCALES: PRESCHOOL LEVEL (DAS)
Date administered:
Administered by:
The DAS is an individually administered intelligence test consisting of 6 "core subtests." These
core subtests are used in the calculation of the General Cognitive Ability (GCA) score, an
estimate of overall intelligence.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
90% Confidence
Domains
Score
Bands
GCA
Verbal
Nonverbal
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
Domains
T-Scores
Verbal:
Verbal Comprehension
Naming Vocabulary
Nonverbal:
Picture Similarities
Pattern Construction
Copying
Other:
Early Number Concepts
COMPREHENSIVE TEST OF NONVERBAL INTELLIGENCE (CTONI)
Administered by:
Administered on:
The CTONI is an individually administered intelligence test that is given with basic English or
pantomime instructions. All items are nonverbal and require no speech. It is made up of six
subtests that provide two composite scores and a Nonverbal IQ score.
The CTONI subtests provide scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Scaled Score
Subtests
Pictorial Analogies
Geometric Analogies
Pictorial Categories
Geometric Categories
Pictorial Sequences
Geometric Sequences
The CTONI quotients provide scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
Composite
Score
Rank
Pictorial Nonverbal Intelligence Quotient (PNIQ)
Geometric Nonverbal Intelligence Quotient (GNIQ)
Nonverbal Intelligence Quotient (NIQ)
KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II)
Administered on:
Administered by:
The KABC-II is a measure of intelligence and achievement made up of five scales (Sequential,
Planning, Learning, Simultaneous, and Knowledge). Scores from all of these scales are
combined to form a composite (FCI).
The following subtests yield a scaled score with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Subtests
Scaled
Score
Atlantis
Story Completion
Number Recall
Rover
Verbal Knowledge
Rebus
Triangles
Block Counting
Word Order
Pattern Recognition
Riddles
The following subtests yield a standard score with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Scale Indices
Standard
Confidence
Score
Band
Sequential/ Gsm
Simultaneous/ Gv
Learning/ Glr
Planning/ Gf
Knowledge/ Gc
Composite (FCI)
KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II)
Administered on:
Administered by:
The KABC-II is a measure of intelligence. It produces a composite score derived from
performance on all of the subtests (except Hand Movements and Block Counting). A nonverbal
composite is derived from Hand Movements, Block Counting, Triangles, Story Completion, and
Pattern Reasoning. All items were administered in English or nonverbally, except Riddles. She
was allowed to answer the questions on the Riddles subtest in either English or Spanish.
The following subtests yield a scaled score with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Subtests
Scaled
Score
Atlantis
Story Completion
Number Recall
Rover
Verbal Knowledge
Rebus
Triangles
Block Counting
Word Order
Pattern Reasoning
Hand Movements
Riddles
The following subtests yield a standard score with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Scale Indices
Standard
Confidence
Score
Band
Sequential/ Gsm
Simultaneous/ Gv
Learning/ Glr
Planning/ Gf
Knowledge/ Gc
Composite (FCI)
Nonverbal Index
KAUFMAN BRIEF INTELLIGENCE TEST (K-BIT)
Administered on:
Administered by:
The K-BIT is a screening measure of intelligence comprised of two subtests: Matrices and
Vocabulary. Scores from these two subtests are combined to form the IQ Composite, which
serves as the measure of intelligence on the K-BIT.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 90 and 110 are considered average.
Domains
T-Score
Vocabulary:
Matrices:
Composite:
KAUFMAN BRIEF INTELLIGENCE TEST, SECOND EDITION (KBIT-2)
Administered on:
Administered by:
The KBIT-2 is a screening measure of intelligence comprised of two subtests: Matrices and
Vocabulary. Scores from these two subtests are combined to form the IQ Composite, which
serves as the measure of intelligence on the KBIT-2.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 90 and 110 are considered average.
Domains
T-Score
Verbal
Nonverbal
IQ Composite
UNIVERSAL NONVERBAL INTELLIGENCE TEST (UNIT)
Administered by:
Administered on:
The UNIT is an individually administered intelligence test that is given with only pantomime
instructions. All items are nonverbal and require no speech. It is made up of four subtests that
provide four Quotient Scores and a Full Scale IQ score.
The UNIT subtests provide scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Subtests
Scaled Score
Symbolic Memory
Cube Design
Spatial Memory
Analogic Reasoning
The UNIT quotients provide scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard Percentile
Confidence
Classification
Quotient
Memory Quotient
Reasoning Quotient
Symbolic Quotient
Nonsymbolic Quotient
Full Scale IQ
Score
Rank
Interval
TEST DE VOCABULARIO DE IMAGINES PEABODY (TVIP)
Date administered:
Administered by:
The TVIP is a Spanish version of the PPVT-III. It serves two purposes: (1) as an achievement
test of receptive (hearing) vocabulary attainment for standard Spanish; and (2) as a screening test
of receptive language ability.
The TVIP provides standard scores with a Mean of 100 and Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Percentile Rank
Age Equivalent
PEABODY PICTURE VOCABULARY TEST- THIRD EDITION (PPVT-III)
Date administered:
Administered by:
The PPVT-III is designed for persons aged 2 1/2 through 90+ years. It serves two purposes: (1)
as an achievement test of receptive (hearing) vocabulary attainment for standard English; and (2)
as a screening test of receptive language ability.
The PPVT-III provides standard scores with a Mean of 100 and Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Percentile Rank
Age Equivalent
EXPRESSIVE VOCABULARY TEST (EVT)
Date administered:
Administered by:
The EVT is designed to measure expressive language ability
The EVT provides standard scores with a Mean of 100 and Standard Deviation of 15.
Scores between 85-115 are considered average.
Standard Score
Percentile Rank
Age Equivalent
EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL
EDITION (EOWPVT: SBE)
Date administered:
Administered by:
The EOWPVT: SBE is designed to examine expressive language ability across languages. The
test consists of a series of pictures, and the test-taker is asked to identify the picture in either
English or in Spanish. For this reason, the test yields a combined English/Spanish expressive
language score and not a language proficiency score.
EOWPVT:SBE provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL
EDITION (ROWPVT: SBE)
Date administered:
Administered by:
The ROWPVT: SBE is designed to examine receptive language ability across languages. The
test consists of a series of pictures, and the test-taker is asked to identify the picture in either
English or in Spanish. For this reason, the test yields a combined English/Spanish receptive
language score and not a language proficiency score.
ROWPVT:SBE provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST (EOWPVT)
Date administered:
Administered by:
The EOWPVT is designed to screen for expressive language vocabulary skills.
The EOWPVT provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST (ROWPVT)
Date administered:
Administered by:
The ROWPVT is designed to screen for receptive language vocabulary skills.
The ROWPVT provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE,
THIRD EDITION (WPPSI-III)
Administered by:
Administered on:
The WIPPSI-III is an individually administered clinical instrument for assessing the
intellectual ability of young children through age 7 years, 3 months.
The following subtest scores have a mean score of 10 with a standard deviation of 3.
Scores between 7 and 13 are considered average.
Verbal
SS Performance
SS
Information
Block Design
Vocabulary
Matrix Reasoning
Word Reasoning
Picture Concepts
Other
Other
Word Reasoning
Coding
The following composite scores have a mean score of 100 with a standard deviation of 15.
Scores between 85 and 115 are considered average.
Composite
Percentile
Confidence
Composites
Score
Rank
Bands
Verbal Score
Performance Score
FULL SCALE SCORE
WECHSLER ABBREVIATED SCALE OF INTELLIGENCE (WASI)
Date administered:
Administered by:
The WASI is an individually administered instrument measuring intellectual ability.
The following subtest scores have a mean score of 50 with a standard deviation of 10.
Scores between 40 and 60 are considered average.
Verbal
SS Performance
SS
Vocabulary
Block Design
Similarities
Matrix Reasoning
Composite scores have a mean score of 100 with a standard deviation of 15.
Scores between 85 and 115 are considered average.
90% Confidence
Composites
T-Score
Bands
Verbal Score
Performance Score
FULL SCALE SCORE
WECHSLER INTELLIGENCE SCALE FOR CHILDREN – 4th EDITION (WISC-IV)
Date administered:
Administered by:
The WISC-IV is an individually administered clinical instrument for assessing the
intellectual ability of children aged 6 years through 16 years, 11 months. The child's
performance on 10 subtests is summarized in an overall intelligence score called the
Full Scale standard score.
The following subtest scores have a mean score of 10 with a standard deviation of 3. Scores
between 7 and 13 are considered average.
Verbal
Perceptual
Working
Processing
Comprehension SS Reasoning
SS Memory
SS Speed
SS
Similarities
Block Design
Digit Span
Coding
Vocabulary
Picture Concepts
Letter-Num.
Symbol Search
Comprehension
Matrix Reason.
The following composite scores have a mean score of 100 and a standard deviation of 15. Scores
between 85 and 115 are considered average.
Standard
Percentile
Confidence
Score
Rank
Interval
Verbal Comprehension (VCI)
Perceptual Reasoning (PRI)
Working Memory (WMI)
Processing Speed (PSI)
Full Scale (FSIQ)
REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS)
Date administered:
Administered by:
The RIAS is an individually administered measure of intellectual ability for ages from 3 to 94.
The primary purpose of this measure is to provide an accurate and comprehensive full scale
intelligence score.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
90% Confidence
Domains
Score
Rank
Bands
Total Test Battery
Total Verbal Battery
Total Nonverbal Battery
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
Domains
Scaled Scores
Verbal Battery
Guess What
Verbal Reasoning
Nonverbal Battery
Odd-Item Out
What’s Missing
Memory
Verbal Memory
Nonverbal Memory
REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS)
Date administered:
Administered by:
The RIAS is an individually administered measure of intellectual ability for ages from 3 to 94.
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
Domains
Verbal Battery
SS Nonverbal Battery
SS Memory Battery
SS
Guess What
Odd-Item Out
Verbal Memory
Verbal Reasoning
What’s Missing
Nonverbal Memory
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
90% Confidence
Domains
Score
Rank
Bands
Verbal Intelligence Index (VIX)
Nonverbal Intelligence Index (NIX)
Composite Memory Index (Not Part of CIX)
Composite Intelligence Index (CIX)
BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION
(VMI)
Administration date:
Administered by:
The VMI requires the child to copy figures such as a line, square, and circles. It measures how
effectively the child can integrate what he or she sees with fine motor output.
The VMI yields a standard score with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score:
Percentile:
STREET SURVIVAL SKILLS QUESTIONNAIRE (SSSQ)
Administered by:
Administered on:
The SSSQ is an individually administered measure of self-help and daily living skills.
The individual scales provide standard scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Standard
Domain
Scores
Basic Concepts
Functional Signs
Tools
Domestics
Health and Safety
Public Services
Time
Monetary
Measurements
Total
The Quotient has a standard score with a mean of 100 and standard deviation of 15.
Scores between 85 and 115 are considered average.
Survival Skills Quotient
VINELAND ADAPTIVE BEHAVIOR SCALES - INTERVIEW EDITION (VABS)
Completed by:
Completed on:
The VABS is a measure of adaptive behavior, or the ability to perform daily activities required
for personal and social sufficiency.
The VABS provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Adaptive
Confidence
Domain
Scores
Level
Bands
Communication
Daily Living Skills
Socialization Skills
Adaptive Behavior Composite
VINELAND ADAPTIVE BEHAVIOR SCALES - CLASSROOM EDITION (VABS)
Completed by:
Completed on:
The VABS is a measure of adaptive behavior, or the ability to perform daily activities required
for personal and social sufficiency. In this version of the scale, adaptive behavior is measured in
three domains: Communication, Daily Living Skills, and Socialization. The combination of
these domains forms the Adaptive Behavior Composite. The domain scores are used to
determine an overall adaptive behavior composite and age equivalent.
The VABS provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Adaptive
Confidence
Domain
Scores
Level
Bands
Communication
Daily Living Skills
Socialization Skills
Adaptive Behavior Composite
SCALES OF INDEPENDENT BEHAVIOR-REVISED (SIB-R)
Completed on:
Completed by:
The SIB-R is a measure of adaptive behavior, or the ability to perform daily activities required
for personal and social sufficiency.
The SIB-R provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
Domains
Scores
Rank
Motor Skills
Social Interaction and Communication Skills
Personal Living Skills
Community Living Skills
Broad Independence
ADAPTIVE BEHAVIOR INVENTORY (ABI)
Completed by:
Completed on:
The ABI is a measure of adaptive behavior, or the ability to perform daily activities required for
personal and social sufficiency. Adaptive behavior is measured across five scales, whose scores
are combined to form the Adaptive Behavior Composite Quotient.
The individual scales provide standard scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Standard
Percentile
Adaptive
Domain
Scores
Rank
Level
Self-Care Skills
Communication Skills
Social Skills
Academic Skills
Occupational Skills
The Composite Quotient has a standard score with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Adaptive Behavior Composite Quotient
DIAGNOSTIC ACHIEVEMENT BATTERY- THIRD EDITION (DAB-3)
Date administered:
Administered by:
The DAB-3 is a comprehensive test of achievement. It has subtests in Listening, Speaking,
Reading, Writing, and Mathematics.
DAB-3 subtest scores produce standard scores with a mean of 10 and a standard deviation of 3.
Interpreted standard scores are derived from subtest scores.
Interpreted standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Interpreted
Percentile
Rank
Subtests
Scores
Standard Scores
Story Characteristics
Characteristics
Synonyms
Grammatic Completion
Alphabet/Word Knowledge
Reading Comprehension
Capitalization
Punctuation
Spelling
Writing: Contextual Language
Writing: Story Construction
Mathematics Reasoning
Mathematics Calculation
The DAB-3 produces quotient scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Domains
Quotients
Percentiles
Listening
Speaking
Reading
Writing
Math
Spoken Language
Written Language
Total Achievement
KAUFMAN SURVEY OF EARLY ACADEMIC AND LANGUAGE SKILLS (K-SEALS)
Date administered:
Administered by:
The K-SEALS is an individually administered, nationally normed measure of children’s language
(expressive and receptive skills), pre-academic skills (knowledge of numbers, number concepts,
letters, and words), and articulation.
The K-SEALS provides standard scores with a mean of 100 and a standard deviation of 15.
Scores of 85 to 115 are considered average.
Domains
Standard Score
Confidence
Interval
Expressive Skills
Receptive Skills
Number Skills
Letter & Word Skills
Early Academic & Language Skills Composite
DEVELOPMENTAL INDICATORS FOR THE ASSESSMENT OF LEARNING, THIRD
EDITION (DIAL-3)
Completed by:
Completed on:
The DIAL-3 is a developmental screener for children between the ages of 3 and 6 years old.
examines skills across the areas of motor, language, and concept skills.
Age scores are based on how well a child should be able to perform at task at a given age.
Domains
English
Spanish
Age
Age
Scores
Scores
Motor
Catching
Jump, Hop, and Skip
Building (blocks)
Thumbs & Fingers (twiddling and touching)
Cutting (lines, curves, and figures)
Copying (shapes)
Writing Name
Concepts
Body Parts (pointing)
Colors (identifying slowly)
Rapid Color Naming (identifying quickly)
Counting
Positions (e.g., under, over, etc.)
Concepts (e.g., smallest, wettest, etc.)
Shapes
Language
Personal Data (name, age, etc.)
Articulation (sounding out words)
Objects and Actions (what is this and what does it do?)
Letters and Sounds
Rhyming and “I Spy”
Problem Solving (what do you do if…?)
Interpreted standard scores are derived from percentile ranks.
Interpreted standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Spanish
Spanish
English
English
Domain
Standard Score Percentile Standard Score
Percentile
Motor
22
Concepts
<1
Language
<1
DIAL-3 Total
1
It
BRACKEN BASIC CONCEPT SCALE: REVISED (BBCS-R)
Administered on:
Administered by:
The BBCS-R was designed as an individually administered measure of achievement in young
children ages 2 years, 6 months through 8 years old.
The BBCS-R subtests provide scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Subtests
Scaled Score
School Readiness
Direction/ Position
Self-/Social Awareness
Texture/ Material
Quantity
Time/ Sequence
The BBCS-R composites provide scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Composites
Score
Rank
Interval
Total Test
School Readiness Composite
DEVELOPMENTAL PROFILE II (DP-II)
Completed by:
Completed on:
The DP-II compares developmental milestones in each area to the current abilities of a child to
determine if there is a developmental delay.
Age scores are based on what age a child should be able to do some or all of a task.
Domain
Age Score
Physical
Self-Help
Social
Academic
Communication
BRIGANCE INVENTORY OF EARLY DEVELOPMENT: SECOND EDITION
(IED-II)
Completed by:
Completed on:
The IED–II serves as a diagnostic instrument and a criterion-referenced classroom assessment for
children between birth and seven years old.
Age scores are based on what age a child should be able to do some or all of a task.
Area
Age
Area
Age
Score
Score
Fine-Motor Skills
Body Parts-Receptive
Block Tower Building
Colors-Matching
Self-Help Skills (Feeding/Eating)
Colors-Points
Speech and Language Devt.
Colors-Names
Verbal Directions
Social & Emotional
Picture Vocabulary
Work Skills & Behavior
Age scores are based on what age a child should be able to do some or all of a task.
Age
Domains
Scores
Gross Motor Skills and Behaviors
Standing
Walking
Stairs and Climbing
Running
Jumping
Hopping
Kicking
Balance Beam
Catching
Rolling and Throwing
Fine Motor Skills and Behaviors
General Eye/Finger/Hand Manipulative Skills
Block Tower Building
Prehandwriting
Draw a Person
Forms
Cutting with Scissors
Self-Help Skills
Feeding/Eating
Undressing
Dressing
Unfastening
Fastening
Toileting
Bathing
Grooming
Speech and Language Skills
General Speech and Language Development
Length of Sentences
Personal Data Response
Verbal Directions
Picture Vocabulary
Repeats Numbers
Sentence Memory
General Knowledge and Comprehension
Response to and Experience with Books
Body Parts-Receptive
Body Parts-Expressive
Colors
Shapes Concepts
Quantitative Concepts
Directional/Positional Concepts
Classifying
Knows What to Do in Different Situations
Knows Use of Objects
Knows Function of Community Helpers
Know Where to Go for Services
Social and Emotional Development
General Social and Emotional Development
Play Skills and Behaviors
Work-Related Skills and Behaviors
Readiness
Visual Discrimination-Two Symbols
Visual Discrimination-Three Symbols
Recites Alphabet
Uppercase Letters
Lowercase Letters
Basic Reading Skills
Auditory Discrimination
Matches Initial Consonants with Pictures
Substitutes Initial Consonant Sounds
Substitutes Short-Vowel Sounds
Substitutes Long-Vowel Sounds
Basic Math
Number Concepts
Rote Counting
Reads Numerals
Numeral Comprehension
Ordinal Position
Numerals in Sequence
YOUNG CHILDREN’S ACHIEVEMENT TEST (YCAT)
Administered on:
Administered by:
The YCAT was designed as an individually administered measure of early achievement for
children ages 4-0 through 7-11.
The YCAT yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Domains
Standard Scores
Percentile
General Information
Reading
Mathematics
Writing
Spoken Language
Early Achievement Composite
WIDE RANGE ACHIEVEMENT TEST, REVISION 3 (WRAT-3)
Administered on:
Administered by:
The WRAT-3 is an individually administered measure of school achievement.
It yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
90% Confidence
Domains
Standard Scores
Bands
Reading
Spelling
Arithmetic
KAUFMAN TEST OF EDUCATIONAL ACHIEVEMENT (K-TEA)
Administered on:
Administered by:
The K-TEA is an individually administered measure of school achievement.
It yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Domains
Math Applications
Math Computation
MATH COMPOSITE
Reading Decoding
Reading Comprehension
READING COMPOSITE
BATTERY COMPOSITE
Standard Scores
90% Confidence
Bands
KAUFMAN TEST OF EDUCATIONAL ACHIEVEMENT, SECOND EDITION (KTEA-II)
Administered on:
Administered by:
The KTEA-II is an individually administered measure of school achievement.
The KTEA-II yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Confidence
Domains
Scores
Bands
Letter & Word Recognition
Reading Comprehension
Reading Composite
Math Concepts & Applications
Math Computation
Math Composite
Written Expression
Spelling
Written Language Composite
Listening Comprehension
Oral Expression
Oral Language Composite
Total Test Composite
ORAL AND WRITTEN LANGUAGE SCALES (OWLS)
Administered on:
Administered by:
The OWLS is an individually administered assessment of receptive and expressive language for
children and young adults. The OWLS consists of three scales: Listening Comprehension, Oral
Expression, and Written Expression.
The OWLS yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Domains
Standard Scores
Confidence Bands
Listening Comprehension
Oral Expression
Oral Composite
ORAL AND WRITTEN LANGUAGE SCALES (OWLS)
Administered on:
Administered by:
The OWLS is an individually administered assessment of written language for children and
young adults.
The OWLS yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Standard Scores:
Percentile Rank:
TEST OF AUDITORY-PERCEPTUAL SKILLS-REVISED (TAPS-R)
Administered on:
Administered by:
The TAPS-R is an individually administered assessment measuring how a child processes
information that is heard.
The TAPS-R yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Standard
Percentile
Domains
Score
Rank
Auditory Number Memory-Forward
Auditory Number Memory-Backward
Auditory Sentence Memory
Auditory Word Memory
Auditory Interpretation of Directions
Auditory Word Discrimination
Auditory Processing (Thinking and Reasoning)
Auditory Perceptual Quotient
KEYMATH: REVISED
Date administered:
Administered by:
The KeyMath: Revised is an individually administered test of math achievement.
The KeyMath: Revised yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Percentile
Domains
Scores
Rank
Basic Concepts
Operations
Applications
Total Test
PEABODY INDIVIDUAL ACHIEVEMENT TEST- REVISED, NORMATIVE UPDATE
(PIAT-R: NU)
Date administered:
Administered by:
The PIAT-R is an individually administered achievement test providing wide-range assessment
in six content areas: General Information, Reading Recognition, Reading Comprehension,
Mathematics, Spelling, and Written Expression.
The PIAT-R yields standard scores with a mean of 100 and a standard deviation of 15.
Standard Scores between 85 and 115 are considered average.
Standard
Confidence
Domains
Scores
Bands
General Information
Reading Recognition
Reading Comprehension
Total Reading
Mathematics
Spelling
Written Language
Total Test
WECHSLER INDIVIDUAL ACHIEVEMENT TEST, SECOND EDITION (WIAT-II)
Date administered:
Administered by:
The WIAT-II is a comprehensive individually administered battery for assessing achievement.
The WIAT-II yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Domains
Standard Scores
Confidence Bands
Word Reading
Reading Comprehension
Pseudoword Decoding
READING COMPOSITE
Numerical Operations
Math Reasoning
MATH COMPOSITE
Spelling
Written Expression
WRITING COMPOSITE
TEST OF WRITTEN LANGUAGE, THIRD EDITION (TOWL-3)
Administered on:
Administered by:
The TOWL-3 was designed as a comprehensive measure of writing ability that can be used to
determine strengths and weaknesses in writing. For the Spontaneous Writing Section, the child
is asked to write a story that tells about the picture presented.
The following subtest scores have a mean of 10 with a standard deviation of 3.
Scores between 7 and 13 are considered average.
Domains
Subtest Scores
Vocabulary
Spelling
Style
Logical Sentences
Sentence Combining
Contextual Conventions
Contextual Language
Story Construction
The following quotient has a mean of 100 with a standard deviation of 15.
Quotients between 85 and 115 are considered average.
Quotient
Quotient Score
Contrived Writing Quotient
Spontaneous Writing Quotient
Overall Writing
WOODCOCK READING MASTERY TESTS- REVISED (WRMT-R)
Administered by:
Administered on:
The WRMT-R is an individually administered comprehensive battery of tests measuring several
important aspects of reading ability.
The WRMT-R yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Confidence
Domains
Scores
Bands
Visual-Auditory Learning
Letter Identification
Word Identification
Word Attack
Word Comprehension
Passage Comprehension
Readiness Cluster
Basic Skills Cluster
Reading Comprehension Cluster
Total Reading Cluster
WOODCOCK-JOHNSON PRUEBAS DE APROVECHAMIENTO-REVISADA
(TESTS OF ACHIEVEMENT) (WJ-R)
Administered by:
Administered on:
The Woodcock-Johnson Pruebas de Aprovechamiento is an individually administered
achievement test that is given in Spanish. It is comprised of a number of subtests, the results of
which are combined into composite scores: Broad Reading, Basic Reading Skills, Broad
Mathematics, Broad Written Language, and Broad Knowledge.
The WJ-R yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Percentile
Domains
Score
Rank
Letter-Word Identification
Passage Comprehension
BROAD READING
Calculation
Applied Problems
BROAD MATHEMATICS
MATHEMATICS REASONING
Dictation
Writing Samples
BROAD WRITTEN LANGUAGE
BATERIA III WOODCOCK-MUNOZ PRUEBAS DE APROVECHAMIENTO (BATERIA III)
Date administered:
Administered by:
The Batería III is an individually administered achievement test given in Spanish.
The Batería III yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Domains
Identificación de letras y palabras (Letter-Word Identification)
Passage Comprehension (Comprensión de Textos)
Calculation (Cálculo)
Applied Problems (Problemas Aplicados)
Spelling (Ortografía)
Writing Fluency (Fluidez en la Escritura)
Writing Samples (Muestras de Redacción)
Written Expression (Expresión Escrita)
Broad Written Language (Amplio Lenguaje Escrito)
Academic Skills (Des Académicas)
Academic Applications (Aplicaciones Académicas)
Standard
Score
Confidence
Interval
WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT-REVISED (WJ-R)
Administered by:
Administered on:
The WJ-R is an individually administered achievement test that is given in English. It is made
up of a number of subtests, the results of which are combined into composite scores: Broad
Reading, Basic Reading Skills, Broad Mathematics, Broad Written Language, and Broad
Knowledge.
The WJ-R yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Letter-Word Identification
Passage Comprehension
BROAD READING
Calculation
Applied Problems
BROAD MATHEMATICS
MATHEMATICS REASONING
Dictation
Writing Samples
BROAD WRITTEN LANGUAGE
WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT-REVISED (WJ-R)
Administered English on:
Administered Spanish on:
Administered by:
The WJ-R is an individually administered achievement test that can be given in English and
Spanish. It is comprised of a number of subtests, the results of which are combined into
composite scores: Broad Reading, Basic Reading Skills, Broad Mathematics, Broad Written
Language, and Broad Knowledge.
The WJ-R yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Spanish
Spanish
English
English
Domains
Standard
Percentile
Standard
Percentile
Score
Rank
Score
Rank
Letter-Word Identification
Passage Comprehension
BROAD READING
Calculation
Applied Problems
BROAD MATHEMATICS
MATHEMATICS REASONING
Dictation
Writing Samples
BROAD WRITTEN LANGUAGE
WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT: 3rd EDITION (WJ-III:ACH)
Date administered:
Administered by:
The WJ-III:ACH is an individually administered achievement test.
The WJ-III:ACH yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Letter-Word Identification
Passage Comprehension
Calculation
Applied Problems
Spelling
Writing Samples
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN - PARENT RATING SCALES
(BASC-PRS)
Date administered:
Completed by:
The BASC-PRS is a questionnaire that is filled out by parents in order to assess the behavior
problems, emotional problems, and social competence of their children.
The BASC-PRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty, and scores above 70 indicate significant problems.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Externalizing Problems Composite
Anxiety
Depression
Somatization
Internalizing Problems Composite
Atypicality
Withdrawal
Attention Problems
Behavioral Symptoms Index
Scores below 30 on Personal Adjustment are considered significantly low.
Adaptability
Social Skills
Leadership
Adaptive Skills
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN - SELF-REPORT OF PERSONALITY
(BASC-SRP)
Completed on:
The BASC-SRP is a self-report measure designed to evaluate the personality and self-perceptions
of children.
The BASC-SRP yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems.
Domains
T-Scores
Attitude to School
Attitude to Teachers
Sensation Seeking
School Maladjustment Composite
Atypicality
Locus of Control
Somatization
Social Stress
Anxiety
Depression
Sense of Inadequacy
Clinical Maladjustment Composite
Emotional Symptoms Index
Scores below 30 on Personal Adjustment are considered significantly low.
Relations with Parents
Interpersonal Relations
Self-Esteem
Self-Reliance
Personal Adjustment Composite
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN - TEACHER RATING SCALE
(BASC-TRS)
Date administered:
Completed by:
The BASC-TRS is a questionnaire completed by teachers to obtain ratings of adaptive skills and
behavior and emotional problems of students.
The BASC-TRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Externalizing Problems Composite
Anxiety
Depression
Somatization
Internalizing Problems Composite
Attention Problems
Learning Problems
School Problems Composite
Atypicality
Withdrawal
Behavioral Symptoms Index
Scores below 30 on the adaptive scales are considered significantly low.
Domains
T-Scores
Social Skills
Leadership
Study Skills
Adaptive Skills Composite
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION - TEACHER
RATING SCALE (BASC-II: TRS)
Date administered:
Completed by:
The BASC-II: TRS is a questionnaire completed by teachers to obtain ratings of adaptive skills
and behavior and emotional problems of students.
The BASC-II: TRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Attention Problems
Learning Problems
Atypicality
Withdrawal
Externalizing Problems
Internalizing Problems
School Problems
Behavioral Symptoms Index
Scores below 30 on the adaptive scales are considered significantly low.
Domains
T-Scores
Adaptability
Social Skills
Leadership
Study Skills
Adaptive Skills
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION - PARENT
RATING SCALE (BASC-II: PRS)
Date administered:
Completed by:
The BASC-II: PRS is a questionnaire completed by the parent/guardian to obtain ratings of
adaptive skills and behavior and emotional problems of students.
The BASC-II: PRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Attention Problems
Learning Problems
Atypicality
Withdrawal
Externalizing Problems
Internalizing Problems
School Problems
Behavioral Symptoms Index
Scores below 30 on the adaptive scales are considered significantly low.
Domains
T-Scores
Adaptability
Social Skills
Leadership
Study Skills
Adaptive Skills
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION –
SELF-REPORT OF PERSONALITY (BASC-II:SRP)
Completed on:
The BASC-II:SRP is a self-report measure designed to evaluate the personality and selfperceptions of children.
The BASC-II:SRP yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems.
Domains
T-Scores
Attitude to School
Attitude to Teachers
Sensation Seeking
Atypicality
Locus of Control
Social Stress
Anxiety
Depression
Sense of Inadequacy
Somatization
Attention Problems
Hyperactivity
School Problems Composite
Internalizing Problems Composite
Inattention/Hyperactivity Composite
Emotional Symptoms Index
Scores below 30 on Personal Adjustment are considered significantly low.
Relations with Parents
Interpersonal Relations
Self-Esteem
Self-Reliance
Personal Adjustment Composite
WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT: 3rd EDITION (WJ-III:ACH)
Date administered:
Administered by: S. Kathleen Krach, Ph.D.
The WJ-III:ACH is an individually administered achievement test.
The WJ-III:ACH yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Letter-Word Identification
Reading Fluency
Passage Comprehension
Calculation
Math Fluency
Applied Problems
Spelling
Writing Fluency
Writing Samples
Broad Reading
Broad Math
Broad Written Language
Math Calculation Skills
Written Expression
Academic Skills
Academic Fluency
Academic Applications
Total Achievement
BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTION, TEACHER FORM
(BRIEF)
Date completed:
Completed by:
The Behavior Rating Inventory of Executive Function (BRIEF) is a questionnaire designed to
help evaluate Lindsey’s general problem solving skills.
The BRIEF yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems.
Domains
T-Scores
Inhibit
Shift
Emotional Control
Behavioral Regulation Index (BRI)
Initiate
Working Memory
Planning/ Organization
Organization of Materials
Monitor
Metacognition Index (MI)
Global Executive Composite (GEC)
Validity scales examine patterns of responses from the rater for any overgeneralizations.
Negativity
Acceptable
Inconsistency
Acceptable
WOODCOCK-MUÑOZ LANGUAGE SURVEY, REVISED (WMLS-R)
Administered by:
Administered on:
The Woodcock-Muñoz Language Survey, Revised (WMLS-R) is an individually administered
language proficiency test that is given in English and Spanish. It is comprised of a number of
subtests, the results of which are combined into a language composite score.
The WMLS yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Cognitive Academic Language Proficiency (1 = low; 5 = fluent)
English
Spanish
Standard
Conf.
Standard
Conf.
Subtests
Score
Interval CALP
Score
Interval CALP
Picture Vocabulary
Verbal Analogies
Letter-Word Identification
Dictation
Passage Comprehension
Composites
Oral Language
Reading-Writing
Broad English Ability
Reading
Writing
BATERÍA III WOODCOCK-MUNOZ PRUEBAS DE APROVECHAMIENTO (BATERÍA III)
Date administered:
Administered by: S. Kathleen Krach, Ph.D.
This portion of the Batería III is an individually administered achievement test given in Spanish.
The Batería III yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Confidence
Domains
Score
Interval
Letter-Word Identification (Identificación de letras y palabras)
Reading Fluency (Fluidez en la lectura)
Passage Comprehension (Comprensión de Textos)
Calculation (Cálculo)
Math Fluency (Fluidez en Matemáticas)
Applied Problems (Problemas Aplicados)
Spelling (Ortografía)
Writing Samples (Muestras de Redacción)
Broad Mathematics (Amplio Matemáticas)
Broad Reading (Amplio Lectura)
Academic Skills (Des Académicas)
Academic Applications (Aplicaciones Académicas)
BATERÍA III WOODCOCK-MUNOZ PRUEBAS DE HABILIDADES COGNITIVAS
(BATERÍA III)
Date administered:
Administered by:
This portion of the Batería III is an individually administered test of cognitive abilities given in
Spanish.
The Batería III yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Confidence
Domains
Score
Interval
Verbal Comprehension (Comprensión Verbal)
Visual-Auditory Learning (Aprendizaje Visual-Auditivo)
Spatial Relations (Relaciones Espaciales)
Sound Blending (Integración de Sonidos)
Concept Formation (Formación de Conceptos)
Visual Matching (Pareo Visual)
Numbers Reversed (Inversión de Números)
Verbal Ability (Habilidad Verbal)
Thinking Ability (Habilidad Pensar)
Cognitive Efficiency (Eficiencia Cognitiva)
General Intellectual Ability (GIA)
CLINICAL ASSESSMENT BATTERY - TEACHER FORM (CAB-T)
Date administered:
Completed by:
The CAB-T is a questionnaire completed by teachers to obtain ratings of adaptive skills and
behavior and emotional problems of students.
The CAB-T yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Total Index Score
T-Score
CAB Behavioral Index
T-Scores
Clinical Cluster
Anxiety
Depression
Anger
Aggression
Bullying
Conduct Problems
Attention-Deficit/Hyperactivity
Autistic Spectrum Behaviors
Learning Disability
Mental Retardation
Clinical Scale
T-Scores
Internalizing Behaviors
Externalizing Behaviors
Scores below 30 on the following scales indicate significant problems.
Adaptive Cluster
T-Scores
Executive Functioning
Gifted and Talented
Adaptive Scale
T-Scores
Social Skills
Competence
CLINICAL ASSESSMENT BATTERY – PARENT EXTENDED FORM (CAB-PX)
Date administered:
Completed by:
The CAB-PX is a questionnaire that is filled out by parents in order to assess the behavior
problems, emotional problems, and social competence of their children.
The CAB-PX yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Total Index Score
T-Score
CAB Behavioral Index
T-Scores
Clinical Cluster
Anxiety
Depression
Anger
Aggression
Bullying
Conduct Problems
Attention-Deficit/Hyperactivity
Autistic Spectrum Behaviors
Learning Disability
Mental Retardation
Clinical Scale
T-Scores
Internalizing Behaviors
Externalizing Behaviors
Critical Behaviors
Scores below 30 on the following scales indicate significant problems.
Adaptive Cluster
T-Scores
Executive Functioning
Gifted and Talented
Adaptive Scale
T-Scores
Social Skills
Competence
Adaptive Behaviors
ACHENBACH CHILD BEHAVIOR CHECKLIST - PARENT REPORT FORM (CBCL-PRF)
Date completed:
Completed by:
The CBCL-PRF is a questionnaire that is completed by parents in order to report behavior and
emotional problems of their children.
The CBCL-PRF yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 67 and 70 are considered borderline significant.
Scores above 70 are considered clinically significant.
Domains
T-Scores
Withdrawn
Somatic Complaints
Anxious/Depressed
Social Problems
Thought Problems
Attention Problems
Delinquent Behavior
Aggressive Behavior
INTERNALIZING COMPOSITE
EXTERNALIZING COMPOSITE
ACHENBACH CHILD BEHAVIOR CHECKLIST - TEACHER REPORT FORM (CBCL-TRF)
Date completed:
Completed by:
The CBCL-TRF is a questionnaire to be completed by teachers in order to report behavior and
emotional problems.
The CBCL-TRF yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 67 and 70 are considered borderline significant.
Scores above 70 are considered clinically significant.
Domains
T-Scores
Withdrawn
Somatic Complaints
Anxious/Depressed
Social Problems
Thought Problems
Attention Problems
Delinquent Behavior
Aggressive Behavior
INTERNALIZING COMPOSITE
EXTERNALIZING COMPOSITE
ACHENBACH CHILD BEHAVIOR CHECKLIST-YOUTH SELF-REPORT (CBCL-YSR)
Date completed:
The CBCL-YSR is designed to obtain students' reports of their own competencies and problems.
The CBCL-YSR yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 67 and 70 are considered borderline significant.
Scores above 70 are considered clinically significant.
Domains
T-Scores
Anxious/Depressed
Withdrawn
Somatic Complaints
Social Problems
Thought Problems
Attention Problems
Rule-Breaking Behavior
Aggressive Behavior
INTERNALIZING COMPOSITE
EXTERNALIZING COMPOSITE
TOTAL PROBLEMS
BROWN ADD SCALES – ADOLESCENT VERSION (BADDS)
Date administered:
The BADDS is a self-report questionnaire designed to screen for problems in the areas of
attention and hyperactivity.
T-Scores between 45 and 59 indicate a risk of problems.
T-scores of 60 or higher indicate significant problems.
Clusters
Score
1 Organizing and activating for work
2 Sustaining attention and concentration
3 Sustaining energy and effort
4 Managing affective interference
5 Utilizing “working memory” and accessing recall
Total
KOVAC’S CHILDREN’S DEPRESSION INVENTORY (CDI) SHORT FORM
Completed on:
Completed by:
The CDI is a ten-item survey completed by the child to examine questions related to depressed
feelings.
The CDI yields a T-Score with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty, and scores above 70 indicate significant problems.
Domains
Scores
CDI: T-Score
CONNERS’ ADOLESCENT SELF-REPORT SCALE (CASS)
Date administered:
The CASS is a widely used rating scale that can help identify behavioral problems.
The CASS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Conduct Problem
Cognitive Problems/ Inattention
Hyperactivity
Conners’ ADHD Index
CONNERS’ TEACHER RATING SCALE-REVISED: SHORT FORM (CTRS-R:S)
Date administered:
Completed by:
The CTRS-R:S is a widely used rating scale that can help identify behavioral problems in children
and adolescents using three factors.
The CTRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Conners’ ADHD Index
DSM-IV: Inattentive
DSM-IV Hyperactive-Impulsive
DSM-IV: Total
CONNERS’ TEACHER RATING SCALE-REVISED: SHORT FORM (CTRS-R:S)
Date administered:
Completed by:
The CTRS-R:S is a widely used rating scale that can help identify behavioral problems in children
and adolescents using three factors.
The CTRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Oppositional
Cognitive Problems/Inattention
Hyperactivity
Conners’ ADHD Index
CONNERS’ PARENT RATING SCALE-REVISED: SHORT FORM (CPRS-R:S)
Date administered:
Completed by:
The CPRS-R:S is a widely used rating scale that can help identify behavioral problems in children
and adolescents using three factors.
The CPRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
DSM-IV: Inattentive
DSM-IV: Hyperactive-Impulsive
DSM-IV: Total
Conners’ ADHD Index
CONNERS’ TEACHER RATING SCALE-REVISED: LONG FORM (CTRS-R:L)
Date administered:
Completed by:
The CTRS-R:L is a widely used rating scale that can help identify emotional and behavioral
problems in children and adolescents.
The CTRS-R:L yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Oppositional
Cognitive Problems/ Inattention
Hyperactivity
Anxious/Shy
Perfectionism
Social Problems
Conners’ ADHD Index
Conners’ Global Index: Restless-Impulsive
Conners’ Global Index: Emotional Lability
Conners’ Global Index: Total
DSM-IV: Inattentive
DSM-IV: Hyperactive-Impulsive
DSM-IV: Total
DIFFERENTIAL TEST OF CONDUCT AND EMOTIONAL PROBLEMS (DT/CEP)
Date completed:
Completed by:
The DT/CEP is a questionnaire that should be used along with other assessment information to
determine if a child’s classroom behavioral problem is due to conduct problems or emotional
problems. A child with emotional problems will usually show low scores on the conduct scale
and high scores on the emotional scale. A high score on both does not indicate emotional
problems, as a high conduct scale score will often increase the emotional scale.
A score of 9 or more on the Emotional scale indicates significant risk of emotional problems.
A score of 6 to 8 on the Emotional scale indicates a mild risk of emotional problems.
Emotional Score
Emotional Score
A score of 14 or more on the Conduct scale indicates significant risk of conduct problems.
A score of 9 to 13 on the Conduct scale indicates a mild risk of conduct problems.
Conduct Score
Conduct Score
PIERS-HARRIS CHILDREN'S SELF-CONCEPT SCALE: 2ND EDITION (PIERS-HARRIS-2)
Completed on:
Completed by:
The Piers-Harris-2 is a brief, self-report measure designed to aid in the assessment of selfconcept in children. All cluster scales are scored in the direction of positive self-concept so that
a high score on a particular cluster scale indicates a high level of assessed self-concept within
that specific dimension.
The Piers-Harris-2 provides T-scores with a mean of 50 and a standard deviation of 10.
A T-score between 35 and 39 is below average while a T-score below 35 is significantly low.
Domains
T-Scores
Behavior
Intellectual and School Status
Physical Appearance and Attributes
Anxiety
Popularity
Happiness and Satisfaction
Total Score
REVISED CHILDREN'S MANIFEST ANXIETY SCALE (RCMAS)
Date completed:
Completed by:
The RCMAS is a questionnaire completed by children, designed to assess the level and nature of
anxiety or worry in children.
The RCMAS Subscales yield scaled scores with a mean of 10 and a standard deviation of 3.
A scaled score between 7 and 13 is considered to be average.
Domains
Scaled Scores
Physiological Anxiety
Worry/Oversensitivity
Social Concerns/Concentration
Lie
The Total Score is a T-Score with a mean of 50 and a standard deviation of 10.
A T-Score above 60 is a caution, while scores above 70 are clinically significant.
Composite
T-Score
Total
REYNOLDS CHILD DEPRESSION SCALE (RCDS)
Date completed:
Completed by:
The RCDS is a questionnaire completed by the child. It measures depressive symptoms relative
to other children.
The RCDS yields a raw score, which is converted to a percentile.
A Total Raw Score above 74 is considered clinically significant.
Domains
Scores
Total Raw Score
Total %ile
REYNOLDS ADOLESCENT DEPRESSION SCALE – SECOND EDITION (RADS-2)
Completed on:
Completed by:
The RADS is a questionnaire completed by the adolescent and measures a range of symptoms
associated with depression.
The RADS-2 yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 66 indicate that the adolescent is at-risk for problems.
A score of 67 or above indicates significant problems.
T-Scores
Percentile
Domains
Scores
Rank
Dysphoric Mood
Anhedoina/Negative Affect
Negative Self-Evaluation
Somatic Complaints
Depression Total
BECK’S DEPRESSION INVENTORY (BDI)
Date completed:
Completed by:
The BDI is a questionnaire completed by adults designed to measure the severity of general
symptoms of depression.
The BDI yields a raw score.
A total raw score of 0 to 9 indicates within normal range or asymptomatic.
A total raw score of 10 to 18 indicates mild to moderate depression.
A total raw score of 19 to 29 indicates moderate to severe depression.
A total raw score of 30 to 63 indicates extremely severe depression.
Total Raw Score
BECK’S ANXIETY INVENTORY (BAI)
Date completed:
Completed by:
The BAI is a questionnaire completed by adults designed to measure the severity of general
anxiety problems.
The BAI yields a raw score.
A total raw score of 0 to 9 indicates normal anxiety levels.
A total raw score of 10 to 18indicates mild to moderate anxiety levels.
A total raw score of 19 to 29 indicates moderate to severe anxiety levels.
A total raw score of 30 to 63 indicates severe anxiety levels.
Total Raw Score
WOODCOCK-MUÑOZ LANGUAGE SURVEY: (WMLS)
Administered by:
Administered on:
The Woodcock-Muñoz Language Survey is an individually administered language proficiency
test that is given in English and Spanish. It is comprised of a number of subtests, the results of
which are combined into a language composite score.
The WMLS yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
English
Spanish
Domains
Standard
Standard
Score
Score
Picture Vocabulary
Verbal Analogies
ORAL LANGUAGE ABILITIES
Letter-Word Identification
Dictation
READING-WRITING ABILITIES
BROAD ENGLISH/SPANISH ABILITY
Cognitive Academic Language Proficiency (1 = low; 5 = fluent)
BILINGUAL VERBAL ABILITIES TEST (B-VAT)
Administered by:
Administered on:
The B-VAT provides an estimate of verbal cognitive ability across both languages combined.
The measure is originally administered in English and then any questions answered incorrectly
are asked again later in the child’s native language. This provides as accurate an understanding
of the child’s verbal ability as possible.
The B-VAT provides standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Picture Vocabulary
Oral Vocabulary
Verbal Analogies
English Language Proficiency
BILINGUAL VERBAL ABILITY
GILLIAM AUTISM RATING SCALE (GARS)
Completed on:
Completed by:
The GARS is designed to screen a child for autism. Parent and/or teacher are asked to decide if
the child does certain activities. These activities are typical for most children to some extent, but
as a combination or with increased frequency they are more often seen in children with autism.
The GARS subtests provide standard scores with a mean of 10 and a standard deviation of 3.
Subtest scores between 7 and 13 are considered average.
Subtests
Standard
Percentile
Probability
Score
Rank
Of Autism
Stereotyped Behaviors
Communication
Social Interaction
Developmental
The quotient provides standard scores with a mean of 100 and a standard deviation of 15.
Quotient scores between 85 and 115 are considered average.
Autism Quotient
GILLIAM AUTISM RATING SCALE (GARS)
Completed on:
Completed by:
The GARS is designed to screen a child for autism. Parent and/or teacher are asked to decide if
the child does certain activities. These activities are typical for most children to some extent, but
as a combination or with increased frequency they are more often seen in children with autism.
The GARS subtests provide standard scores with a mean of 10 and a standard deviation of 3.
Subtest scores between 7 and 13 are considered average.
Subtests
Standard
Percentile
Probability
Score
Rank
Of Autism
Stereotyped Behaviors
Communication
Social Interaction
The quotient provides standard scores with a mean of 100 and a standard deviation of 15.
Quotient scores between 85 and 115 are considered average.
Autism Quotient
GILLIAM ASPERGER’S DISORDER SCALE (GADS)
Completed on:
Completed by:
The GADS is designed to screen a child for Asperger’s Disorder. A parent and/or a teacher are
asked to decide if the child does certain activities. These activities are typical for most children
to some extent, but as a combination or with increased frequency they are more often seen in
children with Asperger’s. These items are combined into four general categories of behavior and
an Asperger’s quotient is generated.
The GADS subtests provide standard scores with a mean of 10 and a standard deviation of 3.
Subtest scores between 7 and 13 are considered average.
Subtests
Standard
Percentile
Probability
Score
Rank
Of Asperger’s
Social Interactions
Restricted Behavior
Cognitive Patterns
Pragmatic Skills
The quotient provides standard scores with a mean of 100 and a standard deviation of 15.
Quotient scores between 85 and 115 are considered average.
Asperger’s Disorder Quotient
PROJECTIVE TESTING:
Informal, projective type tests were given to xxx to determine what he was thinking and feeling.
His drawings were age-appropriate and positive but indicated some problems with self-esteem.
His responses on the Sentence Completion Test and Roberts Apperception Test for Children
(RATC) were indicative of a child with a positive home and school life and a view of the world
as a fair and nonthreatening place. However, it should be noted again that these tests were given
during a period of time that he was exhibiting few emotional or behavior problems and may not
be an accurate representation of how he thinks or feels on a regular basis.
His answers on the Roberts Apperception Test for Children and the Madeleine Thomas Stories
indicated that he had difficulty identifying the correct emotions to go with certain behaviors (e.g.,
“He’s feeling loved by his mother so he feels bad.”), and almost every person in almost every
picture felt “bad” or “sad.” In addition, the characters in his stories responded to the activities
going on around them in socially inappropriate ways (e.g., “he is looking at her in the shower, so
he started laughing” and “they were fighting because they don’t know who is whose best friend,
but they all feel pretty normal about that”). When asked what would happen next, he could not
provide an answer for any story.
Projective testing was done using the Draw-A-Person Test. His drawing reflects a child who is
socially well adjusted with no emotional problems.